Relevant bibliographies by topics / Student centering

Academic literature on the topic 'Student centering'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Student centering"

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Bauer, Eurydice, Aria Razfar, Allison Skerrett, Christina L. Dobbs, Bong Gee Jang, and Seth A. Parsons. "Centering Student Voice in Literacy Research." Journal of Literacy Research 54, no. 3 (September 2022): 219–21. http://dx.doi.org/10.1177/1086296x221117204.

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Kezar, Adrianna. "Centering Students’ Voices and Taking Institutional Responsibility for Student Success." Change: The Magazine of Higher Learning 53, no. 6 (November 2, 2021): 2–3. http://dx.doi.org/10.1080/00091383.2021.1987778.

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He, Baokun, Guihong Wan, and Haim Schweitzer. "A Bias Trick for Centered Robust Principal Component Analysis (Student Abstract)." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 10 (April 3, 2020): 13807–8. http://dx.doi.org/10.1609/aaai.v34i10.7175.

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Outlier based Robust Principal Component Analysis (RPCA) requires centering of the non-outliers. We show a “bias trick” that automatically centers these non-outliers. Using this bias trick we obtain the first RPCA algorithm that is optimal with respect to centering.
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Bruce, Robert Todd. "Assessment in the Core: Centering Student Learning." New Directions for Teaching and Learning 2018, no. 155 (September 2018): 73–80. http://dx.doi.org/10.1002/tl.20305.

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Coleman, Raphael D., Jason K. Wallace, and Darris R. Means. "Questioning a Single Narrative: Multiple Identities Shaping Black Queer and Transgender Student Retention." Journal of College Student Retention: Research, Theory & Practice 21, no. 4 (January 8, 2020): 455–75. http://dx.doi.org/10.1177/1521025119895516.

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Researchers explore factors that influence retention and persistence of queer and transgender students and examine retention and persistence among Black students. However, there is a dearth of retention and persistence scholarship centering the nuanced experiences of Black queer and transgender college students at the intersections of their gender, racial, and sexual identities. Using the queer of color critique conceptual framework and an anti-Black racism lens, the authors present a systematic literature review to illuminate opportunities for scholars to (a) disrupt singular narratives that erase queer and transgender experiences from Black student retention discourses and (b) address the ways scholars erase Black racial identity from broader queer and transgender student retention research. Centering the case of Joshua, a Black queer cisgender male-identified college student, the authors highlight research, practice, and policy implications that consider social class, institutional type, multilevel intervention strategies, and intersectionality in Black queer and transgender college student retention discourse.
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Zheng, Hong. "The Connotation and Realization of Student-centeredness at Cardiff University, UK." Journal of Higher Education Research 3, no. 1 (February 26, 2022): 102. http://dx.doi.org/10.32629/jher.v3i1.621.

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Through field research at Cardiff University in the UK, this paper points out that the connotation of Student-centeredness (SC) can be summarized into four aspects: centering on students' physical and mental health and quality of life, students' participation, students' learning outcomes and students' learning experiences. The core of these four points is centering on students' learning. centered. Cardiff University guarantees the realization of student learning-centered through the establishment of an academic support system, the provision of year-round on/offline training, the development of students' learning skills, and a comprehensive organization and policy, forming the SC university culture that combines ideas and actions. The university culture is a combination of SC philosophy and action, which reveals that Chinese universities in the post-epidemic era need to realize a cultural transformation based on SC, and the concept of SC ultimately needs to be implemented into undergraduate learning-centeredness. Technology, teaching, management need to shift to supporting, guiding and serving all students.
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McArthur, Sherell A. "Centering Student Identities in Critical Media Literacy Instruction." Journal of Adolescent & Adult Literacy 62, no. 6 (April 24, 2019): 686–89. http://dx.doi.org/10.1002/jaal.951.

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Kinzie, Jillian, Samantha Silberstein, Alexander C. McCormick, Robert M. Gonyea, and Brendan Dugan. "Centering Racially Minoritized Student Voices in High-Impact Practices." Change: The Magazine of Higher Learning 53, no. 4 (July 4, 2021): 6–14. http://dx.doi.org/10.1080/00091383.2021.1930976.

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Brion-Meisels, Gretchen. "Centering Students in School-Based Support Processes: Critical Inquiries and Shifting Perspectives." Teachers College Record: The Voice of Scholarship in Education 117, no. 13 (April 2015): 67–82. http://dx.doi.org/10.1177/016146811511701301.

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Although student support systems exist in most U.S. schools today, these systems frequently operate without input from young people. Here, I draw on data from two studies that explore youth perspectives of support processes, arguing that both school organizations and individual students will benefit from centering youth voices in student support systems. To make this argument, I describe three central practices of school-based support processes and explore how young people's voices might (re)shape these practices. I begin by investigating the practice of “referring in,” the ways in which students are invited into and included in school-based support processes. I highlight the need for making students’ voices central in the referral process. Next, I investigate the practice of “referring out” students to school- and community-based providers—the professionalization of help. Here, I highlight the importance of trust and fit in facilitating effective support relationships. Finally, I explore the practice of “referring up” by examining the hierarchies of mandated reporting that exist in schools. I conclude with the argument that adults and youth must collaborate to improve information-sharing systems.
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MILTSAKAKI, E., and K. KUKICH. "Evaluation of text coherence for electronic essay scoring systems." Natural Language Engineering 10, no. 1 (February 23, 2004): 25–55. http://dx.doi.org/10.1017/s1351324903003206.

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Existing software systems for automated essay scoring can provide NLP researchers with opportunities to test certain theoretical hypotheses, including some derived from Centering Theory. In this study we employ the Educational Testing Service's e-rater essay scoring system to examine whether local discourse coherence, as defined by a measure of Centering Theory's Rough-Shift transitions, might be a significant contributor to the evaluation of essays. Rough-Shifts within students' paragraphs often occur when topics are short-lived and unconnected, and are therefore indicative of poor topic development. We show that adding the Rough-Shift based metric to the system improves its performance significantly, better approximating human scores and providing the capability of valuable instructional feedback to the student. These results indicate that Rough-Shifts do indeed capture a source of incoherence, one that has not been closely examined in the Centering literature. They not only justify Rough-Shifts as a valid transition type, but they also support the original formulation of Centering as a measure of discourse continuity even in pronominal-free text. Finally, our study design, which used a combination of automated and manual NLP techniques, highlights specific areas of NLP research and development needed for engineering practical applications.
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Dissertations / Theses on the topic "Student centering"

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Baskerville, Jane Jiggetts. "What is the Relationship Between Teacher Practices Centering on the Provision of Involvement, Structure, and Autonomy Support and Student Engagement?" Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28056.

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This study investigated the hypothesis that there is a relationship between teacher practices that focus on the provision of involvement, structure, and autonomy support and student engagement (Connell & Wellborn, 1991). The Classroom Assessment Scoring System (CLASS) (Pianta, R., Hamre, B., Haynes, N., Mintz, S., & La Paro, K., 2006) was used to assess practices of sixth, seventh, and eighth grade core teachers (N =17) in mathematics, English, science, and social studies in an economically-depressed, rural middle school setting. Student perceptions (N = 299) of relatedness, competence, and autonomy, and mathematics teachersâ (N = 5) perceptions of student engagement were assessed using the Research Assessment Package for Schools (RAPS) (IRRE, 1998). While the findings revealed that there were significant relationships between teacher practices that center on involvement, structure, and autonomy support and student engagement, the effect sizes were found to be low.
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Weingard, Ashley. "Be Our Guest: Centering the Culture of International Female Graduate Students and Their Interactions with Health in the US." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447688242.

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Palacio, Katherine. "Re-centering Students’ Attitudes About Writing: A Qualitative Study of the Effects of a High School Writing Center." NSUWorks, 2010. http://nsuworks.nova.edu/writing_etd/2.

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While attitudes are difficult to assess, a qualitative research study can produce results to give insight into how a student feels a writing center has improved his or her confidence and attitude towards writing. This study reviews the minimal discussion of students‟ attitudes towards writing in past and current writing center research and builds upon the conversation by following three students‟ journeys in the writing center and discussing whether their experiences with the tutors has improved their attitudes about writing.
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Books on the topic "Student centering"

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Tappan, Mark, Lyn Mikel Brown, and Catharine Biddle. Trauma-Responsive Schooling: Centering Student Voice and Healing. Harvard Education Publishing Group (HEPG), 2022.

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Anderson, Kami J. Color of Language: Centering the Student of Color in World Language Acquisition. Lang AG International Academic Publishers, Peter, 2022.

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Anderson, Kami J. Color of Language: Centering the Student of Color in World Language Acquisition. Lang AG International Academic Publishers, Peter, 2022.

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Stearns, Clio. Consent in the Childhood Classroom: Centering Student Voices Across Early Years and Elementary Education. Taylor & Francis Group, 2022.

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Stearns, Clio. Consent in the Childhood Classroom: Centering Student Voices Across Early Years and Elementary Education. Taylor & Francis Group, 2022.

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Stearns, Clio. Consent in the Childhood Classroom: Centering Student Voices Across Early Years and Elementary Education. Taylor & Francis Group, 2022.

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Cranmer, Laura, Berta Rosa Berriz, Amanda Claudia Wager, and Vivian Maria Poey. Art As a Way of Listening: Centering Student and Community Voices in Language Learning and Cultural Revitalization. Taylor & Francis Group, 2023.

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Cranmer, Laura, Berta Rosa Berriz, Amanda Claudia Wager, and Vivian Maria Poey. Art As a Way of Listening: Centering Student and Community Voices in Language Learning and Cultural Revitalization. Taylor & Francis Group, 2023.

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Cranmer, Laura, Berta Rosa Berriz, Amanda Claudia Wager, and Vivian Maria Poey. Art As a Way of Listening: Centering Student and Community Voices in Language Learning and Cultural Revitalization. Taylor & Francis Group, 2023.

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Anderson, Kami J. Color of Language: Centering the Student of Color in Foreign Language Acquisition to Address the Racial Academic Achievement Gap. Lang AG International Academic Publishers, Peter, 2022.

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Book chapters on the topic "Student centering"

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Lee, Shu-Shing, Alexius Chia, Andrew Pereira, and Lee Yong Tay. "Singapore's Student-Centred, Values-Driven education system." In Centering Whole-Child Development in Global Education Reform, 102–22. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003202714-9.

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Ramrathan, Labby. "Centering Humanism Within the Milieu of Sustained Student Protest for Social Justice in Higher Education Within South Africa." In Higher Education and Hope, 241–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13566-9_12.

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Rosenberg, Lauren, and Kate Mangelsdorf. "Centering Students' Language and Literacy Practices." In Plurilingual Pedagogies for Multilingual Writing Classrooms, 174–89. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003257370-14.

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Vega, Blanca E., and Elizabeth Iris Rivera Rodas. "Centering Central American Students in Higher Education Research." In Studying Latinx/a/o Students in Higher Education, 137–48. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003008545-11.

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Trujillo, Lizette. "Becoming an Accidental Advocate for Transgender Students." In Centering Youth, Family, and Community in School Leadership, 112–16. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003184393-12.

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Al-Jubouri, Firas A. J. "De-, and Re-Centering: Teaching Dystopian Texts to Emirati Students." In Asian English, 185–207. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3513-7_10.

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Walker, Devin L. "FUBU International: Lessons Learned from Centering Black Students in Education Abroad." In Historically Underrepresented Faculty and Students in Education Abroad, 11–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13056-4_2.

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Rubel, Laurie H. "Centering the Teaching of Mathematics on Students: Equity Pedagogy in Action." In Mathematics Teaching and Learning in K-12, 25–39. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230109889_3.

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García-Sánchez, Inmaculada M. "Centering Shared Linguistic Heritage to Build Language and Literacy Resilience Among Immigrant Students." In Language and Cultural Practices in Communities and Schools, 139–60. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429486708-9.

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Houseman, Nora. "Building district infrastructure for Lesson Study: designing educator support centering our students at the margins." In Educators' Learning from Lesson Study, 181–87. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003230915-28.

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Conference papers on the topic "Student centering"

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Lane, Diarmaid. "‘Centering’ Teaching Excellence in Higher Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9408.

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This paper explores the complexity of ‘teaching excellence’ (Kreber, 2002) in contemporary higher education. It describes how a university academic, who has been the recipient of numerous teaching awards, questions if they really are an ‘excellent teacher’ and if their student-centered philosophy is sustainable. An analysis of data related to teaching and learning effectiveness over a seven year period highlights a significant weakness in how the academic approached the teaching of undergraduate students. This had a subsequent negative effect on several levels. The paper concludes by describing the merits of academics ‘centering’ themselves between the corporate university and the needs of students in striving for ‘teaching excellence’.
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McMillin, Divya, and Orlando Baiocchi. "CO-DESIGNING INNOVATIONS: CENTERING STUDENT VOICES IN REMOTE LEARNING." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1341.

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Phillippo, Kate. "Research With Rather Than on Youth: Centering Youth in Student-Teacher Relationship Research." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687348.

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Lee, Juliet. ""Am I Enforcing Student Stereotypes?" Centering Asian American Teachers in Social Justice Mathematics Education." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580700.

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Mattson, K. "Usability testing in the introductory technical communication course: Centering student practice on internationalization/localization." In 2008 IEEE International Professional Communication Conference (IPCC 2008). IEEE, 2008. http://dx.doi.org/10.1109/ipcc.2008.4610219.

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Zannis, Marie, and Deborah Mateik. "Centering on the student computer user (the evolution of a peer training program at the University of Maryland)." In the 18th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/99186.99275.

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Watt, Trudy. "Oblique Pedagogical Strategies: Improv and Speculative Realism in Support of Social Justice Design Education." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335075.

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This paper acknowledges the extent to which the majority of people who work in the field of architecture are white, examines the way that whiteness in the prevailing charity-service model of community-engaged design undermines meaningful social justice design, calls for dismantling white cultural dominance in architectural education, and outlines a pedagogical method that has shown some promise in uncovering blind spots caused by dominant culture belonging that commonly prevents architects from understanding the experiences of others during design analysis, especially where asymmetrical privilege exists, such as in the field of community-engaged design. With roots in improvisational theater tactics and a thinking framework from speculative realism that helps undermine defaulting to traditional hierarchies, these oblique pedagogical strategies appear to expand student capacity for open inquiry and self-reflection, revealing previously invisible biases, and may point to more meaningful social justice design with community. The hope is that this is an entry to providing transformative education in undergraduate architecture studios that creates unfettered creative space for students of color and productively reveals bias to white students. The concern remains that the tactic persists in centering white feelings of comfort in a way that erases BIPOC distress in the studio. Early experiments with this pedagogical approach showed promise in a fifth-year undergraduate capstone studio at Jefferson University focused on how architects (a largely privileged population) can form alliances with communities experiencing gentrification (a largely marginalized population) and again in a -second-year undergraduate studio deployed within a design fundamentals curriculum at the University of Wisconsin–Milwaukee School of Architecture and Urban Planning.
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Reksaningrum, Mita, Burhan Purwanto, and Sutji Muljani. "Implementation of A Blended Learning Model Based on Google Classroom on Class XII TKJ Data-Centering Size Material (Case study at SMK Bina Nusa Slawi Student Year 2021/2022)." In Proceedings of the 1st International Conference on Law, Social Science, Economics, and Education, MALAPY 2022, 28 May 2022, Tegal, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.28-5-2022.2320453.

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Zavala, Christina. "Centering the Voices of LGBTQ+ Students of Color in Community College." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582766.

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Lee, Tiffany. "Indigenous Epistemologies, Social Justice, and Praxis: Centering Education on Students' Well-Being." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690874.

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Reports on the topic "Student centering"

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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead, Quick Start and Discussion Guide. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/140.

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We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This quick start and discussion guide is a resource for educators to learn about and build capacity for students to engage in computational thinking.
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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/138.

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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.
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